Impact of Video Self-Monitoring With Graduated Training on Implementation of Embedded Instructional Learning Trials

Abstract

We used a multi-component single-subject experimental design across three preschool teachers to examine the effects of video self-monitoring with graduated training and feedback on the accuracy with which teachers monitored their implementation of embedded instructional learning trials. We also examined changes in teachers’ implementation of learning trials. In each self-monitoring condition, teachers observed and recorded their implemented learning trials using video and a coding form. Conditions differed in the specificity of prompts on the coding form and the type of training and feedback provided. The combination of training, coding forms with specific prompts for learning trial components, and external feedback generally resulted in more accurate self-monitoring for two of three participants and increases in the fidelity of implementation of learning trials. Findings suggest self-monitoring can be effective for increasing the fidelity with which teachers implement embedded instructional learning trials, but systematic training and feedback are important for ensuring self-monitoring accuracy.

A Systematic Review of Single-Case Research on Video Analysis as Professional Development for Special Educators

“…Video analysis has been successfully implemented in general education settings (e.g., Ahuja, 2000), self-contained classrooms (e.g., Bingham et al, 2007), resource rooms or pull-out settings (e.g., Capizzi et al, 2010), and inclusive classrooms (e.g., Bose-Deakins, 2006). Video analysis has also been successfully implemented in a variety of grade levels, including preschool (e.g., Bishop, Snyder, & Crow, 2015), elementary (e.g., Westover, 2011), and middle/secondary levels (e.g., Capizzi et al, 2010), as well as with different student groupings including during whole group (e.g., Englund, 2011), small group (e.g., Carnine & Finke, 1978), and individual instruction (e.g., Lindsey, 2014). The wide variation of video analysis implementation parameters further demonstrates the flexibility of this professional development approach, but clarity regarding best practices in video analysis that will lead to positive outcomes for educators and their students is lacking.…”

The Use of Email to Coach Early Childhood Teachers

“…Second, there exists a menu of evidence-informed coaching approaches that are related to improved use of effective instructional behaviors (Snyder et al, 2012). For example, we have coaching frameworks such as behavior skills training (Miltenberger, 2012), practice-based coaching (Snyder, Hemmeter, & Fox, 2015), individual coaching practices (e.g., collaborative action planning performance-based feedback [PF], live modeling with practice opportunities [Artman-Meeker et al, 2015]), and innovative coaching technologies (e.g., video self-monitoring [Bishop, Snyder, & Crow, 2015]; My Teaching Partner TM [Hamre et al, 2010]; using email to provide feedback [Barton, Pribble, & Chen, 2013]) that are related to EC teachers’ implementation of effective practices and improvements in children’s outcomes.…”

Discrete‐trial training performance of behavior interventionists with autism spectrum disorder: A systematic replication and extension

“…Further research is also needed on the benefits of self‐monitoring per se. In most prior studies, experimenters combined self‐monitoring with experimenter feedback (Bishop et al, 2015; Pelletier et al, 2010), additional training (Aherne & Beaulieu, 2019; Belfiore et al, 2008; Pelletier et al, 2010), or access to a detailed self‐monitoring sheet that may have functioned as a stimulus prompt (e.g., Field et al, 2015; Weston et al, 2019). As such, results of these studies are difficult to interpret.…”